父母教养方式与初中生心理健康和成绩的关系

赵田杰; 白玛拥青; 胡真; 辛愿; 曲畅; 朱广荣

doi:10.16835/j.cnki.1000-9817.2022.10.016

父母教养方式与初中生心理健康和成绩的关系

doi: 10.16835/j.cnki.1000-9817.2022.10.016

1.
北京大学公共卫生学院，北京 100191
2.
中国医学科学院北京协和医学院/阜外医院国家心血管病防治中心社区防治部
3.
北京大学儿童青少年卫生研究所

基金项目:

北京市教育科学“十三五”规划2018年度优先关注课题项目 AEEA18009

详细信息

作者简介:
赵田杰(2000-)，女，山西临汾人，在读本科

通讯作者:
朱广荣，E-mail：zhuguangrong@bjmu.edu.cn

利益冲突声明 所有作者声明无利益冲突。
中图分类号: G78 G444 B844.2
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- 被引次数: 0
出版历程
- 收稿日期: 2022-05-23
- 修回日期: 2022-07-20
- 网络出版日期: 2022-10-28
- 刊出日期: 2022-10-25

The relationship between parenting style with mental health and academic performance of junior high school students

1.
Peking University School of Public Health, Beijing (100191), China

摘要

摘要: 目的了解北京市初中生父母教养方式，探究父母教养方式与学生学习成绩的关系，以及学生心理健康状况在其中的作用。方法于2019年10月到2020年1月，采用分层随机整群抽样方法，选取北京市城乡11所公立普通初中的初一、初二年级5 196名全体学生作为研究对象，使用父母教养方式量表、中学生心理健康量表和自行设计问题结合形成的问卷进行调查。结果父母教养方式拒绝维度平均得分为(9.44±3.88)分，情感温暖维度平均得分为(19.85±5.66)分。学生心理健康状况综合得分的平均值为(1.92±0.73)分，女生心理健康状况得分比男生高[(1.97±0.74)(1.87±0.71)分]，差异有统计学意义(t=5.06，P < 0.01)。父母拒绝和情感温暖的教养方式与学生学习成绩存在线性关系(β值分别为-0.54和1.15，P值均 < 0.01)。学生心理健康状况在父母拒绝和情感温暖的教养方式与学生学习成绩之间起负向调节作用，学生心理健康状况越好，父母教养方式对学习成绩的影响越大。结论父母教养方式与孩子学习成绩相关。父母应该给予孩子更多的肯定、鼓励和赞扬，以利于提高其学习成绩。
- 法定监护人 /
- 教育 /
- 精神卫生 /
- 回归分析 /
- 学生
Abstract: Objective To understand the parenting styles of junior high school students in Beijing, to explore the relationship between parenting styles with students' academic performance and the role of mental health in this association. Methods From October 2019 to January 2020, a stratified random cluster sampling method was used to select 5 196 students in the first and second grades of 11 public junior high schools in urban and rural areas in Beijing, and Slort-Egna Minnenar Barndoms Uppfostran-China, Middle School Students Mental Health Scale-60 and self-designed questions were used in the questionnaire survey. Results The average score of parenting style rejection dimension was (9.44±3.88), and the average score of emotional warmth dimension was (19.85±5.66). The average score of comprehensive score of students' mental health was (1.92±0.73). Mental health score of girls was higher than boys'(1.97±0.74)(1.87±0.71), and the differences were of statistical significance(t=5.06, P < 0.01). Parental rejection and emotionally warm parenting styles were significantly correlated with students' academic performance (β=-0.54, 1.15, P < 0.01). Mental health played a negative moderating role between parenting style and students' academic performance. The better students' mental health were, the greater the influence of parenting style on academic performance. Conclusion Parenting style is related to children's academic performance. Parents should give their children more affirmation, encouragement and praise, in order to improve their academic performance.
- Legal guardians /
- Education /
- Mental health /
- Regression analysis /
- Students
注释:

1) 利益冲突声明 所有作者声明无利益冲突。

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表 1 不同性别学生心理健康状况得分比较(x±s)

Table 1. Comparison of mental health scores of students of different genders(x±s)

性别	人数	强迫症状	偏执	敌对	人际关系紧张与敏感	抑郁	焦虑	学习压力	适应不良	情绪不稳定	心理不平衡
男	2 642	2.12±0.75	1.75±0.82	1.76±0.90	1.83±0.82	1.77±0.86	1.91±0.98	2.20±0.92	1.70±0.73	2.04±0.88	1.68±0.73
女	2 554	2.22±0.77	1.76±0.83	1.82±0.96	1.94±0.84	2.05±1.02	2.21±1.12	2.44±0.92	1.69±0.71	2.12±0.89	1.63±0.67
合计	5 196	2.17±0.76	1.75±0.82	1.79±0.93	1.88±0.83	1.91±0.95	2.06±1.06	2.32±0.93	1.70±0.72	2.08±0.88	1.66±0.70
t值		-4.77	-0.64	-2.28	5.13	-10.56	-10.21	-9.31	0.46	-3.18	2.37
P值		< 0.01	0.52	0.02	< 0.01	< 0.01	< 0.01	< 0.01	0.65	< 0.01	0.02

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表 2 父母教养方式拒绝维度、学生心理健康状况与学生学习成绩的分层回归分析(β值)

Table 2. Hierarchical regression analysis of parenting style rejection dimension, students' mental health and students' academic performance (β)

性别	自变量	模型1	模型2	模型3
男	拒绝	-0.12^**	-0.07^**	-0.09^**
(n=2 642)	心理健康状况		-0.09^**	-0.09^**
	交互项			0.04
女	拒绝	-0.22^**	-0.18^**	-0.21^**
(n=2 554)	心理健康状况		-0.07^**	-0.08^**
	交互项			0.05^*
总计	拒绝	-0.17^**	-0.14^**	-0.16^**
(n=5 196)	心理健康状况		-0.06^**	-0.07^**
	交互项			0.04^*
注： *P < 0.01，P < 0.05。

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表 3 父母教养方式情感温暖维度、学生心理健康状况与学生学习成绩的分层回归分析(β值)

Table 3. Hierarchical regression analysis of parenting style emotional warmth dimension, students' mental health and students' academic performance (β)

性别	自变量	模型1	模型2	模型3
男	情感温暖	0.22^**	0.20^**	0.19^**
(n=2 642)	心理健康状况		-0.08^**	-0.09^**
	交互项			-0.05^*
女	情感温暖	0.30^**	0.27^**	0.27^**
(n=2 554)	心理健康状况		-0.08^**	-0.09^**
	交互项			-0.04^*
总计	情感温暖	0.26^**	0.24^**	0.24^**
(n=5 196)	心理健康状况		-0.07^**	-0.08^**
	交互项			-0.04^**
注： *P < 0.01，P < 0.05。

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